Learning & Teaching Strategy 2016-2021 Consultation,
Outward-facing Curricula
Event Summary
Executive summary of key points
We need to shape the narrative to move away from the current focus on
‘getting a job’ and instead foreground learning in disciplinary context
about how to make a difference to the world.
We need to think about the relationships we have as an institution, with other
institutions, those outside the academy, and make more of existing strengths
e.g. alumni, student volunteers.
The institution originated in the city and for the city, we need to go back to
our roots and continue to do more to engage with those who have little or no
contact with us as an institution.
An amazing amount is happening, but we need to bring the focus back to the
core, join initiatives up more effectively and work to an overarching vision.
This vision should ensure that our approach to working with those outside the
institution is:

equitable – it’s not about us doing things to or for the city, but about
enabling and
enhancing the city – we develop knowledge within and
with communities, we don’t impose it on them.

focused on long term community relationships.
The idea of ‘public good’ is not fixed but fluid, and varies by discipline.
Working for the public good is often seen as outside of the curriculum, an
aside, all about ‘extra’, and more work needs to be done to integrate this
into what students naturally need to do.
We need clearer rewards and promotions based on this type of activity – what
we see as academic value needs to be flexibly defined so that we can
recognise professional expertise in this area.
Professional development should be extended to those who have been at the
University for longer periods of time to help them connect with key issues and
support a cultural transformation.
As an institution we should move towards being more open, transparent and
accessible, from the spaces we own to the language we use, to help reduce
separation and break down barriers.
Further detail from the event
BENEFITS/RESPONSIBILITIES OF HE
Universities play a cultural/civic role as well as educational role. Being in
University calls for binary aspect – employability and educational
experience. We should be joining up citizenship and employability – shaping
the narrative to move away from the current focus on ‘getting a job’, this
could be about learning in real contexts. There is a pre-occupation with
‘student employability’ which prevents us from engaging in sustainable,
mutually beneficial activities with communities. Public good and employability
are not mutually exclusive. We need to do more work to quantify tangible
benefits for students.
We should be focusing on showing students that the meaning of their
education is about encouraging them to think outside their bubble. We
should be foregrounding learning in disciplinary context about how to make a
difference in the world whilst a student, less focus on post-university. We
should produce students who are ready for being out there. We should be
working to support students in developing a sense of responsibility
(ownership of learning).
OUR RELATIONSHIPS
We need to think about both the relationships we have as an institution, and
also those we want to develop with others outside the academy.
It’s unhelpful to think about students as consumers. Because of fees,
students can also see themselves as consumers. Institutions need to come up
with a counter narrative to address this.
We should consider our links with other Universities. Institutions coming
together would provide a stronger joint response.
Important to remember our University’s history – started through penny
donations with an ethos that the University would be for the people. We
therefore have a distinctive history/narrative and should make more of this.
The institution originated in the city, we need to go back to our roots.
We need to continue to do more to engage people who don’t normally
come into contact with the Uni. Public engagement events often have repeat
attendance – are they representative and reaching new communities?
CO-PRODUCTION & LONGEVITY
Collaboration/partnership should be part of what you do and how you think,
not just a token gesture. Currently there is a sense of civic engagement as
“going in for a project then disappearing” – would be better as a two way
process so we invite people in too and keep the relationship growing. A lot of
this activity is ‘on our own terms’. Need to be present in more communities
on a longer term basis so these relationships can form and it’s a
collaborative process rather than us setting the agenda.
Knowledge does not just flow in one direction. We need a more equitable
approach where both can identify how they can benefit. It’s not about the
University doing things to or for the city but about being active in enabling
and enhancing the city. We should develop knowledge within communities,
not impose it on them. Engagement isn't Uni on tour we need to adapt to
communities. Universities can be considered a resource of skills, knowledge,
leadership….they are an asset to the community
Our place is to open up the discussion about what the ‘public good’ is
rather than define it for our students, and allow them to explore what it
means and develop approaches to working in the interests of the public good
– not prescriptive. We need to understand that the idea of ‘public good’ is
not fixed but fluid.
The importance of defining what ‘public good’ means in different
disciplines. Notion of ‘public good’ is different in different disciplines e.g.
public and private sector – planning now going into private, whereas social
work = public sector.
RESOURCE
We need a University-wide resource, a boundary spanner between
departments and the community so that this process is adequately resourced
and can create true co-production. A list/bank of community orgs/non-profit
orgs/employers/clinics that would be interested in working with students. A
possible centre/hub for partnership development – ‘matchmakers’ to make
links, pass their knowledge and networks onto others, provide support for
academics, coordinate people to act as mentors to build on existing models –
resource packs etc We also need improved strategies for finding out what
organisations want as many community orgs are very resource-strapped.
We need to value this kind of activity, this will enable more of it to happen.
We therefore need clearer rewards for teaching and promotions based on this
activity. Workload allocation – what is academic value needs to be more
flexibly defined rather than just research, teaching and admin.
Redefine/broaden elements of academic salary scale and promotion so it
rewards and recognises professional expertise in this area.
Professional development for those who have been at the University for
longer to help them to connect with these issues – development is not just for
those who are starting. Cultural transformation – we are asking colleagues to
do things we never did as students – training and embedding initiatives
OPEN INSTITUTION
Making the doors of the institution permeable. (E.g. Cultural Assets Manchester.) Open lectures and learning resources up to the public. More
Transparency might help reduce public perception of us being alien/ remote/
arrogant.
UoS is not accessible - we use a language that can be alienating and prevents
discussion/ collaboration with those outside the Uni. Sometimes leads us to
define/ think of ourselves as different/ separate from the rest of the city (a
kind of elitism). We should be doing more to work on breaking down silos
that don’t exist in the real world
Through research – connecting with communities – research led teaching in
the curriculum. Research impact = teaching impact.
JOINING UP & MAKING THE MOST OF INITIATIVES
A lot that happens around the edges rather than core – it is easy to avoid
engaging with the L&T strategy. Amazing amount that is happening but in
terms of Sheffield, we need to bring these back to the core and join things up
more effectively.
We have lots of strands but no grand unifying vision. Overarching vision
required rather than series of appearing to be unconnected initiatives. Too
many schemes - don't hear about them. Too much information. Website not
intuitive. More transparency is needed in what is currently happening. What
haven’t done: embedded how learning and teaching is developed. Projects
pump-prime, get ideas, identify themes, build up momentum, publish and
then move on to next project without ‘succession planning’.
Seems to be about students doing ‘extra’ (and for staff too!). Public good is
often outside of the curriculum, an aside – we should integrate, bring it in to
what students naturally need to do.
Involvement of alumni, particularly in the curriculum - achieve more externals, career path, helping to understand value of activity through
hindsight.
Embed initiatives e.g. placements and year abroad , enterprise agenda
Risks - Students like certainty – engaged learning isn’t always predictable.
Conflict between engaged curriculum and NSS – risk averse
Role of volunteering. Union’s engagement with community – volunteering
roles – majority localised in Sheffield, Raising and Giving (90% of funds raised
go to Sheffield charities)